Faculty development needs: Comparing community-based and hospital-based internal medicine teachers

We compared prior training in 4 areas (general teaching skills, teaching specific content areas, teaching by specific methods and in specific settings, and general professional skills) among community-based teachers based in private practices (N=61) compared with those in community sites operated by...

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Published inJournal of general internal medicine : JGIM Vol. 19; no. 4; pp. 375 - 379
Main Authors HOUSTON, Thomas K, FERENCHICK, Gary S, CLARK, Jeanne M, BOWEN, Judith L, BRANCH, William T, ALGUIRE, Patrick, ESHAM, Richard H, CLAYTON, Charles P, KERN, David E
Format Journal Article
LanguageEnglish
Published Heidelberg Springer 01.04.2004
Springer Nature B.V
Blackwell Science Inc
Subjects
Biological and medical sciences
Brief Report
Health participants
Internal medicine
Medical sciences
Public health. Hygiene
Public health. Hygiene-occupational medicine
Teaching hospitals
medical
education
Internal medicine
internal medicine/ education
Teacher
Physician
teaching/methods
Student
Teaching
Quality
ambulatory care/education
medical faculty
Hospital
Comparative study
Occupational training
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Summary:We compared prior training in 4 areas (general teaching skills, teaching specific content areas, teaching by specific methods and in specific settings, and general professional skills) among community-based teachers based in private practices (N=61) compared with those in community sites operated by teaching institutions (N=64) and hospital-based faculty (N=291), all of whom attended one of three national faculty development conferences. The prevalence of prior training was low. Hospital-based faculty reported the most prior training in all 4 categories, teaching hospital affiliated community-based teachers an intermediate amount, and private practice community-based teachers the least (all P<.05). This association remained after multivariable adjustment for age, gender, and amount of time spent in teaching and clinical activities. Preferences for future training reported frequently by the private practice community-based teachers included: time management (48%); teaching evidence-based medicine (46%); evaluation of learners (38%); giving feedback (39%); outpatient precepting (38%); and "teaching in the presence of the patient" (39%).[PUBLICATION ABSTRACT]
ISSN:0884-8734
1525-1497
DOI:10.1111/j.1525-1497.2004.30619.x